Learning About Students’ Culture and Language Through Family Stories Elicited by Dichos

Sánchez, Claudia

doi:10.1007/s10643-009-0331-2

Cited by 15 publications

(6 citation statements)

References 15 publications

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“…Stories are ubiquitous in the lives of children, providing them with opportunities to make sense of their world, develop self-identities, share personal experiences with others, build community and family bonds, and understand cultural values (Delgado-Gaitan, 1994; Espinoza-Herold, 2007; Heath, 1983; Miller et al, 2005; Reese, 2012; Rogoff, 2003). Cultural communities with rich oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling to convey knowledge to children (McDowell et al, 1993; Reese, 2012; Sánchez, 2009). Considering growing recognition of the need for more research on the everyday practices and strengths of children from many communities within the United States (e.g., Melzi & McWayne, 2023), we studied whether and how the oral storytelling practices of Latine 1 families can be harnessed to support Latine children’s informal engineering learning.…”

Section: Stories To Support Children’s Engineering Learningmentioning

confidence: 99%

Supporting Latine children’s informal engineering learning through tinkering and oral storytelling.

Acosta,

Haden

2023

Developmental Psychology

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Providing equitable informal science, technology, engineering, and mathematics (STEM) learning opportunities to young children from diverse backgrounds may be a way to increase access and interest in STEM and can help to address the broader goal of increasing representation. Importantly, these learning experiences must be meaningful and engage everyday cultural practices. Guided by a strengths-based approach, the current study examines how oral stories as a cultural resource can be harnessed to support Latine children's engagement in a tinkering activity. The project explores whether and how setting an at-home tinkering activity within a story context engenders rich parent-child conversations that provide engineering learning opportunities for young children. Fifty-two Latine parents and children (M age = 7.69 years; 23 girls; 90.4% Mexican heritage) were randomly assigned to either hear a story as a frame for a hands-on tinkering activity or to engage in the same tinkering activity without the story. After families finished tinkering, a researcher elicited the children's reflections about their tinkering experience. Approximately 2 weeks after the activity, children were asked to share their tinkering reflections with a second researcher. Parents and children in the story condition talked more about engineering during tinkering, and these children also talked more about engineering during both reflections than did children in the nostory condition. These findings suggest that integrating oral storytelling into tinkering activities is a promising future direction for the creation of more equitable informal engineering learning opportunities for Latine children and families. Public Significance StatementThis study suggests that integrating the everyday cultural practice of oral storytelling into a tinkering activity can advance informal engineering learning opportunities for Latine children. Tinkering with oral storytelling has the potential to increase families' engagement in and learning of engineering as well as to make engineering more accessible and equitable for Latine parents and children.

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Section: Stories To Support Children’s Engineering Learningmentioning

confidence: 99%

Supporting Latine children’s informal engineering learning through tinkering and oral storytelling.

Acosta,

Haden

2023

Developmental Psychology

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“…More recently, a preservice Latinx teacher published, Empanadas con mi mama , after reading Sánchez’ (2009) study on how dichos influence family storytelling. This libro cartonero retells a story of a mother and daughter’s trip to a mercado.…”

Section: Schooling Multilingual Latinxmentioning

confidence: 99%

Living and Co-constructing Liminal Pathways for Latinx Preservice Teachers

Huerta

2018

Cultural Studies ↔ Critical Methodologies

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Teacher preparation curriculums must consider the increasing multilingual student representation in our schooling systems. In Latin America, the publication of libros cartoneros reveals agentic movements toward democratizing uses of literacy through self-representation and social representation, disrupting power-laden assumptions about literacy. The process of creating libros cartoneros enabled preservice teachers to engage critical literacy practices in previously unthought ways as they flexibly and freely drew from their deep conceptual, cultural, and linguistic knowledge to create books constructed of recycled cardboard. The process constructed liminal, hybrid positions, and understandings within/for/by preservice teachers about what counts as literacy and holds social value.

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“…Students could be invited to bring in artifacts from home with special significance or express themselves through alternative forms of representation, as the focal students did with their digital pictures. Storytelling (Sanchez, 2009), such as oral and/or written autobiographies, could be a valuable endeavor in the classroom setting.…”

Section: Implicationmentioning

confidence: 99%

Engaging in <i>Travesuras</i>: A Latino Fifth-Grader’s Disassociation from the Schoolboy Label

Cuero

Kaylor

2010

IJME

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This case study examines José, a bilingual Latino fifth-grader, and his complex and dynamic engagements in travesuras (mischievous behaviors). José's travesuras served to disassociate him from being labeled a "schoolboy." This disassociation was evident in how José: (1) renounced "school-like" work and (2) downplayed his intelligence. José had been pigeonholed-for the most partas a smart student who should have known better than to behave inappropriately. Implications point to how to create more nurturing and enriching experiences for urban Latino youth such as José.

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Learning About Students’ Culture and Language Through Family Stories Elicited by Dichos

Cited by 15 publications

References 15 publications

Supporting Latine children’s informal engineering learning through tinkering and oral storytelling.

Supporting Latine children’s informal engineering learning through tinkering and oral storytelling.

Living and Co-constructing Liminal Pathways for Latinx Preservice Teachers

Engaging in <i>Travesuras</i>: A Latino Fifth-Grader’s Disassociation from the Schoolboy Label

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